TY - JOUR
T1 - Supporting the Installation of Comprehensive, Integrated, Three-Tiered Models of Prevention
T2 - Educator Perspectives
AU - Oakes, Wendy Peia
AU - Lane, Kathleen Lynne
AU - Royer, David James
AU - Buckman, Mark Matthew
AU - Common, Eric Alan
AU - Allen, Grant Edmund
AU - Cantwell, Emily Dawn
N1 - Funding Information:
This research was supported in part by the Institute of Education Sciences Partnership Grant (R305H150018) and the Office of Special Education Programs personnel preparation grant (H325D160080).
Publisher Copyright:
Copyright © 2022 Oakes, Lane, Royer, Buckman, Common, Allen and Cantwell.
PY - 2022/5/25
Y1 - 2022/5/25
N2 - We provide results from a district-wide survey of 253 certified educators to determine (a) the degree to which they reported implementing components of their school’s comprehensive, integrated, three-tiered (Ci3T) model of prevention in the current year and (b) the areas in which educators might benefit from continued professional learning. The purpose of this study was to develop a data informed professional learning plan to continue to support implementation at the conclusion of an Institute for Education Sciences (IES) -funded practitioner-researcher partnership grant. At least half of educators reported a high level of implementation for all Tier 1 features. Tier 2 and Tier 3 behavioral and social supports for students were reported as less fully implemented than academic interventions, yet still well-above the scale midpoint. For every component, elementary educators indicated statistically significantly higher levels of implementation relative to secondary educators. Over half of respondents indicated a high level of implementation of eight of 20 research-based practices and supports examined, with a statistically significant relation between ratings of currently implemented practices and the desire for support in four practices: small-group self-determination instruction, peer-mediated support strategies, check-in/check-out, and strategies for internalizing behaviors. In terms of preferred professional development avenues, educators rated in-district during-school workshops, courses for college credit (on-line), and brief “good practice” guides most favorably. We close with a discussion of implications, limitations, and future directions.
AB - We provide results from a district-wide survey of 253 certified educators to determine (a) the degree to which they reported implementing components of their school’s comprehensive, integrated, three-tiered (Ci3T) model of prevention in the current year and (b) the areas in which educators might benefit from continued professional learning. The purpose of this study was to develop a data informed professional learning plan to continue to support implementation at the conclusion of an Institute for Education Sciences (IES) -funded practitioner-researcher partnership grant. At least half of educators reported a high level of implementation for all Tier 1 features. Tier 2 and Tier 3 behavioral and social supports for students were reported as less fully implemented than academic interventions, yet still well-above the scale midpoint. For every component, elementary educators indicated statistically significantly higher levels of implementation relative to secondary educators. Over half of respondents indicated a high level of implementation of eight of 20 research-based practices and supports examined, with a statistically significant relation between ratings of currently implemented practices and the desire for support in four practices: small-group self-determination instruction, peer-mediated support strategies, check-in/check-out, and strategies for internalizing behaviors. In terms of preferred professional development avenues, educators rated in-district during-school workshops, courses for college credit (on-line), and brief “good practice” guides most favorably. We close with a discussion of implications, limitations, and future directions.
KW - Ci3T
KW - positive behavioral interventions and supports
KW - professional learning
KW - technical assistance
KW - tiered systems of support
UR - http://www.scopus.com/inward/record.url?scp=85131888549&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85131888549&partnerID=8YFLogxK
U2 - 10.3389/feduc.2022.847011
DO - 10.3389/feduc.2022.847011
M3 - Article
AN - SCOPUS:85131888549
SN - 2504-284X
VL - 7
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 847011
ER -